英語(yǔ)教師專(zhuān)業(yè)素質(zhì)能力及其發(fā)展：教師角色定位課件

1、第1頁(yè)，共48頁(yè)。第2頁(yè)，共48頁(yè)。第3頁(yè)，共48頁(yè)。第4頁(yè)，共48頁(yè)。第5頁(yè)，共48頁(yè)。四、英語(yǔ)教師的角色定位: 從“普通教育”到“英語(yǔ)教學(xué)”（The role of English teachers： from general pedagogy to ELT） （一）普通教育領(lǐng)域的教師角色論（二）The role of the teacher in ELT第6頁(yè)，共48頁(yè)。（一）普通教育領(lǐng)域的教師角色論1 什么是“角色”？角色是個(gè)人在一定的社會(huì)規(guī)范中履行一定社會(huì)職責(zé)的行為模式。教育部人事司，教育部考試中心. 教育學(xué)考試大綱（適用于中學(xué)教師資格申請(qǐng)者）M . 北京： 北京師范大學(xué)出版社，20

2、02：79.第7頁(yè)，共48頁(yè)。角色，亦稱(chēng)社會(huì)角色，它指?jìng)€(gè)人在特定的社會(huì)環(huán)境中形成的社會(huì)身份和社會(huì)地位，并按照一定的社會(huì)期望，運(yùn)用一定的權(quán)力來(lái)履行相應(yīng)社會(huì)職責(zé)的行為。每個(gè)人在不同的條件下，分別扮演著不同的角色。社會(huì)按照各類(lèi)社會(huì)角色所規(guī)定的行為模式去要求每個(gè)社會(huì)成員，這被稱(chēng)之為角色期望。符合角色期望的個(gè)體行為會(huì)受到社會(huì)的認(rèn)可與贊許。每個(gè)社會(huì)成員必須了解社會(huì)的角色期望，當(dāng)一個(gè)人認(rèn)識(shí)到自己在某一條件下所擔(dān)負(fù)的社會(huì)角色和社會(huì)對(duì)他相應(yīng)的角色期望時(shí)，便產(chǎn)生了角色意識(shí)。角色意識(shí)會(huì)調(diào)控個(gè)人的行為，使之表現(xiàn)出符合某社會(huì)角色的行為。良好的角色意識(shí)是角色行為有效的前提。教育部人事司，教育部考試中心. 教育心理學(xué)考試大

3、綱（用于高校教師資格申請(qǐng)者）M. 上海：華東師范大學(xué)出版社，2002：23-24.第8頁(yè)，共48頁(yè)。2、教師角色有何特點(diǎn)？資料1（教育部人事司，教育部考試中心。 教育學(xué)考試大綱（適用于中學(xué)教師資格申請(qǐng)者） 北京： 北京師范大學(xué)出版社，2002：79-80）教師職業(yè)的最大特點(diǎn)在于職業(yè)角色的多樣化。 傳道者 (2) 授業(yè)、解惑者 (3) 示范者 (4) 管理者 (5) 朋友(6) 研究者第9頁(yè)，共48頁(yè)。傳道者 教師負(fù)有傳遞社會(huì)傳統(tǒng)道德、價(jià)值觀念的使命，“道之所存，師之所存也”。在現(xiàn)代社會(huì)，雖然道德觀、價(jià)值觀呈現(xiàn)出多元化特點(diǎn)，但教育、教師的道德觀價(jià)值觀總是代表著居社會(huì)主導(dǎo)地位的道德觀、價(jià)值觀，并用

4、這種觀念引導(dǎo)學(xué)生。除了社會(huì)一般道德、價(jià)值觀外，教師對(duì)學(xué)生的“做人之道”、“為業(yè)之道”、“治學(xué)之道”等也有引導(dǎo)和示范的責(zé)任。第10頁(yè)，共48頁(yè)。(2) 授業(yè)、解惑者 教師是社會(huì)各行各業(yè)建設(shè)人才的培養(yǎng)者，他們?cè)谡莆樟肆巳祟?lèi)經(jīng)過(guò)長(zhǎng)期的社會(huì)實(shí)踐活動(dòng)所獲得的知識(shí)經(jīng)驗(yàn)、技能的基礎(chǔ)上，對(duì)其精心加工整理，然后以特定的方式傳授給年輕一代，并幫助他們解除學(xué)習(xí)中的困惑，啟發(fā)他們的智慧，形成一定的知識(shí)結(jié)構(gòu)和技能技巧，成為社會(huì)有用的建設(shè)者。第11頁(yè)，共48頁(yè)。(3) 示范者 教師的言行是學(xué)生學(xué)習(xí)和模仿的榜樣。夸美紐斯曾說(shuō)過(guò)，教師的職務(wù)是用自己的榜樣教育學(xué)生。學(xué)生具有向師性的特點(diǎn)。敦師的言論行為、為人處世的態(tài)度會(huì)對(duì)學(xué)生具

5、有耳濡目染、潛移默化的作用。第12頁(yè)，共48頁(yè)。(4) 管理者 教師是學(xué)校教育教學(xué)活動(dòng)的組織者和管理者，需要肩負(fù)起教育教學(xué)管理的職責(zé)，包括確定目標(biāo)、建立班集體、制定和貫徹規(guī)章制度、維持班級(jí)紀(jì)律、組織班級(jí)活動(dòng)、協(xié)調(diào)人際關(guān)系等等，并對(duì)教育教學(xué)活動(dòng)進(jìn)行控制、檢查和評(píng)價(jià)。第13頁(yè)，共48頁(yè)。(5) 朋友在某種程度上，學(xué)生往往愿意把教師當(dāng)作他們的朋友，也期望教師能把他們當(dāng)作朋友看待，希望得到教師在學(xué)習(xí)、生活、人生等多方面的指導(dǎo)，希望教師能與他們一起分擔(dān)痛苦與憂(yōu)務(wù)、分享歡樂(lè)與幸福。第14頁(yè)，共48頁(yè)。(6) 研究者教師工作對(duì)象是充滿(mǎn)生命力的、干差萬(wàn)別的個(gè)體，傳授的內(nèi)容是不斷發(fā)展變化著的人文、科學(xué)知識(shí)，這就

6、決定了教師要以一種變化發(fā)展的態(tài)度來(lái)對(duì)待自己的工作對(duì)象、工作內(nèi)容，要不斷學(xué)習(xí)、不斷反思、不斷創(chuàng)新。第15頁(yè)，共48頁(yè)。資料2. 教育部人事司，教育部考試中心. 教育心理學(xué)考試大綱（適用于高校教師資格申請(qǐng)者）M.上海：華東師范大學(xué)出版社，2002：23-25.所謂“教師”是指受過(guò)專(zhuān)門(mén)教育和訓(xùn)練的，在學(xué)校中向?qū)W生傳遞人類(lèi)科學(xué)文化知識(shí)和技能，發(fā)展學(xué)生的體質(zhì)，對(duì)學(xué)生進(jìn)行思想道德教育，培養(yǎng)學(xué)生高尚的審美情趣，把受教育者培養(yǎng)成社會(huì)需要的人才的專(zhuān)業(yè)人員。第16頁(yè)，共48頁(yè)。教師作為人類(lèi)文化的傳播者，在人類(lèi)文化的繼承和發(fā)展中起著橋梁和紐帶的作用?！皫熣?，所以傳道、授業(yè)、解惑也”，這就是我國(guó)古代較早對(duì)教師角色行為

7、、義務(wù)及權(quán)利比較精確的概括。第17頁(yè)，共48頁(yè)。隨著人類(lèi)文明的發(fā)展以及社會(huì)的要求，教師這一角色又有了新的變化，確切地說(shuō)是賦予了更新更多的內(nèi)容和意義，從而使教師在人類(lèi)社會(huì)生活中擔(dān)負(fù)起更重大的責(zé)任，發(fā)揮著更重要的作用與影響。 教師往往同時(shí)扮演著如下多重角色：1、知識(shí)傳播者、學(xué)習(xí)發(fā)動(dòng)者、組織者和評(píng)定者2、父母長(zhǎng)者、朋友和管理員3、榜樣和模范公民4、學(xué)生靈魂的塑造者 5、教育科學(xué)研究人員 第18頁(yè)，共48頁(yè)。1、知識(shí)傳播者、學(xué)習(xí)發(fā)動(dòng)者、組織者和評(píng)定者這是教師職業(yè)的中心角色。教師的特殊功能是傳授知識(shí)，指導(dǎo)學(xué)生學(xué)會(huì)學(xué)習(xí)，培養(yǎng)學(xué)生的各種能力，促進(jìn)他們的智力發(fā)展。教師這一角色主要是通過(guò)教學(xué)活動(dòng)來(lái)實(shí)現(xiàn)的，在教學(xué)

8、過(guò)程中，教師根據(jù)教育教學(xué)的規(guī)律和學(xué)生身心發(fā)展特點(diǎn)，組織一系列活動(dòng)，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，以使他們牢固地掌握科學(xué)文化知識(shí)，發(fā)展多方面能力。第19頁(yè)，共48頁(yè)。2、父母長(zhǎng)者、朋友和管理員教師在課堂上、學(xué)習(xí)上是老師，在生活上是長(zhǎng)者和父母。教師不僅要關(guān)心學(xué)生的學(xué)習(xí)，還應(yīng)培養(yǎng)他們良好的生活習(xí)慣和技能，解答他們?cè)谏钪杏龅降母鞣N問(wèn)題，充滿(mǎn)熱情地關(guān)懷、期望、幫助學(xué)生，扮演父母形象角色。在日常生活中，教師還應(yīng)成為學(xué)生的朋友與知己，對(duì)待學(xué)生熱情、友好、同情、平等、民主，保持良好的師生關(guān)系。第20頁(yè)，共48頁(yè)。3、榜樣和模范公民教師是教育人的人，社會(huì)上的人們按照教師的地位和作用，理所當(dāng)然地要求他成為學(xué)生和公民的榜

9、樣。在學(xué)生心目中，教師是知識(shí)的源泉，是智慧的替身與行為的典范；教師所有的舉止言行都無(wú)疑成為學(xué)生模仿和學(xué)習(xí)的表率，在學(xué)生心靈中打上深深的烙印。每個(gè)教師都要通過(guò)自己的榜樣、模范和表率作用去感染每一個(gè)學(xué)生，教育每一個(gè)學(xué)生，對(duì)學(xué)生施之以潛移默化的影響。第21頁(yè)，共48頁(yè)。4、學(xué)生靈魂的塑造者 教師不僅要向?qū)W生傳授科學(xué)技術(shù)、文化知識(shí)，培養(yǎng)其能力，而且還要按照一定的世界觀塑造學(xué)生的靈魂。教師要培養(yǎng)學(xué)生具有正確的世界觀、人生觀和遠(yuǎn)大理想，培養(yǎng)他們豐富而高尚的精神境界，培養(yǎng)他們追求真理、熱愛(ài)科學(xué)、熱愛(ài)和平的品質(zhì)，培養(yǎng)他們不斷完善自己的道德品質(zhì)。第22頁(yè)，共48頁(yè)。5、教育科學(xué)研究人員 教師不能僅滿(mǎn)足于向?qū)W生傳

10、授現(xiàn)成的知識(shí)，而要積極探索和研究教學(xué)與學(xué)習(xí)中出現(xiàn)的問(wèn)題，成為一個(gè)科學(xué)研究者。特別是對(duì)自己教學(xué)的研究，要掌握一定教育科研方法，并注重運(yùn)用所掌握的方法解決自己在教育教學(xué)實(shí)踐中所遇到的問(wèn)題，從而使自己不僅成為一名教育實(shí)踐家，而且還要成為教育理論家。第23頁(yè)，共48頁(yè)。資料3. 根據(jù)我國(guó)教師法的相關(guān)條文，理解“教師 角色”的內(nèi)涵與所指。中華人民共和國(guó)教師法（中華人民共和國(guó)主席令第15號(hào)，1993年10月31日第八屆全國(guó)人民代表大會(huì)常務(wù)委員會(huì)第四次會(huì)議通過(guò)）總 則第三條 教師是履行教育教學(xué)職責(zé)的專(zhuān)業(yè)人員，承擔(dān)教書(shū)育人，培養(yǎng)社會(huì)主義事業(yè)建設(shè)者和接班人、提高民族素質(zhì)的使命。教師應(yīng)當(dāng)忠誠(chéng)于人民的教育事業(yè)。第2

11、4頁(yè)，共48頁(yè)。第二章權(quán)利和義務(wù)第七條教師享有下列權(quán)利：（一）進(jìn)行教育教學(xué)活動(dòng)，開(kāi)展教育教學(xué)改革和實(shí)驗(yàn)；（二）從事科學(xué)研究、學(xué)術(shù)交流，參加專(zhuān)業(yè)的學(xué)術(shù)團(tuán)體，在學(xué)術(shù)活動(dòng)中充分發(fā)表意見(jiàn)；（三）指導(dǎo)學(xué)生的學(xué)習(xí)和發(fā)展，評(píng)定學(xué)生的品行和學(xué)業(yè)成績(jī)；（四）按時(shí)獲取工資報(bào)酬，享受?chē)?guó)家規(guī)定的福利待遇以及寒暑假期的帶薪休假；（五）對(duì)學(xué)校教育教學(xué)、管理工作和教育行政部門(mén)的工作提出意見(jiàn)和建議，通過(guò)教職工代表大會(huì)或者其他形式，參與學(xué)校的民主管理；（六）參加進(jìn)修或者其他方式的培訓(xùn)。教學(xué)研究者教學(xué)指導(dǎo)者教學(xué)檢查、評(píng)定者教師作為學(xué)習(xí)者第25頁(yè)，共48頁(yè)。第八條教師應(yīng)當(dāng)履行下列義務(wù)：（一）遵守憲法、法律和職業(yè)道德，為人師表；（二

12、）貫徹國(guó)家的教育方針，遵守規(guī)章制度，執(zhí)行學(xué)校的教學(xué)計(jì)劃，履行教師聘約，完成教育教學(xué)工作任務(wù)；（三）對(duì)學(xué)生進(jìn)行憲法所確定的基本原則的教育和愛(ài)國(guó)主義、民族團(tuán)結(jié)的教育，法制教育以及思想品德、文化、科學(xué)技術(shù)教育，組織、帶領(lǐng)學(xué)生開(kāi)展有益的社會(huì)活動(dòng)；（四）關(guān)心、愛(ài)護(hù)全體學(xué)生，尊重學(xué)生人格，促進(jìn)學(xué)生在品德、智力、體質(zhì)等方面全面發(fā)展；（五）制止有害于學(xué)生的行為或者其他侵犯學(xué)生合法權(quán)益的行為，批評(píng)和抵制有害于學(xué)生健康成長(zhǎng)的現(xiàn)象；（六）不斷提高思想政治覺(jué)悟和教育教學(xué)業(yè)務(wù)水平。教師作為學(xué)生學(xué)習(xí)和成人的示范者和榜樣、學(xué)生學(xué)習(xí)與成長(zhǎng)的促進(jìn)者、與學(xué)生人格平等的朋友和師長(zhǎng)、教學(xué)反思者、教學(xué)研究者 第26頁(yè)，共48頁(yè)。（二）

13、The role of the teacher in ELTResource 1: Wang Qiang， A Course in ELT. Beijing: Higher Education Press, 2006: 68-72.Task: Brainstorm the issues that teacher roles are related to. Think about：What does a teacher do in the teaching flow (before the class, during the class and after the class) ? If pos

14、sible, define some teacher roles. Then share your ideas in groups of four.The things that a teacher does before, during and after the class and the degree to which he does these things reflect his/her assumptions about the roles teachers should play in language teaching. 第27頁(yè)，共48頁(yè)。Before the class,

15、the teacher is a , who plans /makes preparations for what goal to be reached, what to teach, how to teach, and what result to achieve in a particular lesson. After the class, the teacher is, who evaluates/reflects on not only how successfully he has conducted the class but also how efficient the lea

16、rning activities have been. During the class， what roles does the teacher play ? lesson planner/designeran evaluator/assessorreflective teacher第28頁(yè)，共48頁(yè)。Harmers framework of English teachers rolesBased on the functions the teacher performs in different activities, Harmer (1983:201) defines the teach

17、ers roles as follows: controller assessor organizer prompter participant resource provider第29頁(yè)，共48頁(yè)。 Controller Why? What? How? An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and effic

18、iently. For instance, when students do skimming and scanning tasks, it is very important for the teacher to control time. When doing lockstep activities (whole-class work) the teacher controls the whole class so that everyone has equal chance. When students do reproduction activities, the teachers c

19、ontrol can make sure the students use certain target language items and their reproduction has a degree of accuracy.When we talk about the advantages of teacher control, we stick to appropriate degree of control. Over-control will do no less harm to students than no control at all. Besides, differen

20、t activities need a different degree of control. Some teachers use terms like controlled practice, half-controlled practice, and free practice to indicate where control is needed and where control should be relaxed. We believe that the more communicative an activity is, the less control it needs.第30

21、頁(yè)，共48頁(yè)。Assessor Why? What? How?It is generally believed it is a major part of a teacher s job to assess the students work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback (Harmer, 1983). Harmer insists that correcting should be g

22、entle. Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students performance so that they see the extent of their success or failure. When organising feedback, it is very disco

23、uraging for the teacher to be critical. Rather, we believe teachers should focus on students success or progress so that a success-oriented learning atmosphere can be created.第31頁(yè)，共48頁(yè)。 Organizer Why? What? How?The most important and difficult role that the teacher has to play is to be an organizer.

24、 Nowadays many approaches and methods advocate task-based activities. So one of the teachers major tasks is to design and organise tasks that students can perform in the class. It is in doing this that teachers have the most freedom and most challenge, and it is where the teacher can exert creativen

25、ess in an unlimited way.Before organising an activity in the class, the teacher should envisage what the activity is going to be like. He/She should also anticipate problems that may arise when the activity is being carded out. Before students start the activity, the teacher should give instructions

26、 clearly and concisely so that students know how to do what. Sometimes a teacher demonstration can help. And if necessary, use students native language to clarify.While students are doing the activity, the teacher should walk around the classroom and overhear what the students are saying. If some st

27、udents are not doing the right task, the teacher should rectify. Taking notes in mind will help the teacher to provide accurate feedback later. (What role does the teacher perform here? )第32頁(yè)，共48頁(yè)。Prompter Why? What? How?When students are not sure how to start an activity, or what to do next, or wha

28、t to say next, the teacher should give appropriate prompts. For instance, if students find it difficult to start talking in a task where they have to choose one of five places to go for an outing, the teacher may tell them to consider distance, means of transport, time available, safety, etc. When a

29、 student doesnt seem to be ready for an answer, the teacher can give hints; When a student finishes with a very short answer, the teacher should elicit more by saying and.? anything else? Yes, but why.?第33頁(yè)，共48頁(yè)。 Participant Why? What? How?The teacher is encouraged to participate in students activit

30、ies. Once the teacher has finished giving instructions and the activity has started, there is no point for the teacher to stand in front of the classroom doing nothing (as many teachers do). Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. However

31、, the teacher should change his role once he joins the students. He/She should not dominate or appear to be authoritative, though students regard it a good chance to practice English with someone who speaks it better than themselves.第34頁(yè)，共48頁(yè)。 Resource provider Why? What? How?Although the jug-and-mu

32、g method (the teacher, a full jug, pours knowledge into the students, empty mugs) has been widely criticized, the teacher is still considered a good and convenient resource for the students. In this sense, the teachers role is the same as the role of instruction materials. However, when students are

33、 supposed to work on their own, the teacher should withhold his/her readiness to provide resources.第35頁(yè)，共48頁(yè)。New roles of teachers (cited in Wang Qiang, 2006: 72)According to Fu Daochun (2001), teachers roles are not static. They are dynamic and change with the development of the society. In China,

34、teachers contribution and dedication to education and society has been widely acknowledged, but their professional development and creativity have been very much ignored. With the implementation of the new English curriculum, teachers are expected to put on new roles. teachers as facilitators teache

35、rs as guides teachers as researchers 第36頁(yè)，共48頁(yè)。 teachers as facilitators: Why? What? How?The new curriculum stipulates that the teacher should function as a facilitator to students learning rather than simply transmitting knowledge. This means that the teacher needs to create a positive learning env

36、ironment, use various strategies to motivate learners, guide them in planning and assessing their own learning and develop their learning strategies.第37頁(yè)，共48頁(yè)。 teachers as guides: Why? What? How?During the process of education, teachers should position themselves as guides. Their responsibilities ar

37、e to activate students prior knowledge; find each students interests and explore their potential capabilities; acknowledge and respect their differences; give them equal opportunities in learning; and evaluate their development fairly from an all-round perspective.第38頁(yè)，共48頁(yè)。 teachers as researchers:

38、 Why? What? How?Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly reflect on what they do as a teacher and how their learners learn as learners. They are very sensitive to learners needs and keen on improving their teaching and their students

39、learning on the basis of researching the classroom. They observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results. During the process of research they try to make sense of what they do and how they affect learners; what their learner

40、s do and how learning is affected. With systematic reflections and research, they improve their teaching and their students learning.第39頁(yè)，共48頁(yè)。 Summarythe teachers roles in the language classroomDifferent assumptions about the teachers roles will stipulate different classroom management policies; an

41、d different methodologies entail the adoption of different teacher roles. Borrowing Harmers concepts of the teachers roles as a controller, an assessor, an organiser, a prompter, a participant and a resource-provider, we believe teachers are multi-functional in the language classroom. This is especi

42、ally true in the implementation of the new English curriculum. Teachers need to learn to play new roles as a facilitator, a guide, and a researcher in addition to the above roles. 第40頁(yè)，共48頁(yè)。Resource 2: Wang Qiang， A Course in ELTM. Beijing: Higher Education Press, 2006: Unit 14 Moral Learning, 244-2

43、45.Two aspects to the role of moral educatorFirst, the teacher can serve as a moral exemplar or role model for the students to imitate. The second aspect is for the teacher to make appropriate decisions as a curriculum developer.第41頁(yè)，共48頁(yè)。 teacher as moral exemplar / role modelAs a role model, the t

44、eacher does not have to be an exceptional human being. It is more important that we aim for consistency. This means that we show commitment to the moral values that we would like our students to develop. We can show our commitment through our behaviours inside and outside the classroom. There are a

45、number of questions we can ask ourselves:How we treat our students? Do our practices show moral values such as fairness, loyalty, truthfulness and self-control? Do we pay attention to the individual needs of our students? Do we follow rules that we set for our students? For example, if we insist tha

46、t our students carry out their work promptly and hand in their exercise books on time, then we should show the same punctuality in returning the books after we have marked them, As Confucius commented, what we do not want done to ourselves, we should not do to others. Do we acknowledge our mistakes?

47、 It is important that the students realise that teachers are human beings who make mistakes, even though teachers try their best to be moral exemplars. Perfection is an impossible model to aim for.第42頁(yè)，共48頁(yè)。 teacher as curriculum developerTeachers need to be aware of moral questions and issues that

48、could be raised with the students. Young people face many moral tensions arising in their family life, their school life, their friendships and as members of society. The teacher can then look out for suitable topics when preparing their lessons.第43頁(yè)，共48頁(yè)。Resource 3: 鄒為誠(chéng)等，外語(yǔ)教師職業(yè)技能發(fā)展 北京：高等教育出版社，2008:

49、 第12章。P227 教師必須擺脫過(guò)去的“教書(shū)匠”角色 教師必須實(shí)現(xiàn)由“技術(shù)型”教師到“研究者型”教師的轉(zhuǎn)變。P226 教師成為研究者 （研究型外語(yǔ)教師）P229 教師必須發(fā)展課程開(kāi)發(fā)能力 （教師作為課程開(kāi)發(fā)者） 教師應(yīng)該成為課程開(kāi)發(fā)的主體 教師的角色 從傳統(tǒng)的知識(shí)傳遞者轉(zhuǎn)向?qū)W生學(xué)習(xí)促進(jìn)者P230 教師的職能從傳統(tǒng)的教書(shū)匠變?yōu)閷W(xué)習(xí)的引導(dǎo)者 教師自身必須是學(xué)習(xí)型的人 （教師作為學(xué)習(xí)者） 作為學(xué)生學(xué)習(xí)的引導(dǎo)者 成為學(xué)生心理健康的維護(hù)者和學(xué)生的心理教育者 （教學(xué)）行動(dòng)研究者第44頁(yè)，共48頁(yè)。Assignment1. Task:The following are things that teache

50、rs often do in a language classroom. Decide what role the teacher is playing in each activity. a. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.b. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, an

51、d.? S: I also collect coins. T: Oh, really, how many., have you already., collected?c. The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the dents are put into five groups in a random way.d. When a student has made a sentence with borrow, I borrowed a